영어권 한국어 학습자의 보조사 ‘도’ 사용 발달 연구A Study of English-Speaking Korean Learners’ Acquisition of the Particle to “also”

Abstract

ABSTRACT English-speaking learners of Korean frequently have difficulty acquiring the Korean particle “to,” which is translatable as also. This study conducts two analyses: an error analysis of English-speaking learners’ use of “to” and a comparison of the use of “to” by advanced learners and native speakers. First, our error analysis of the learner corpus finds that beginners frequently make errors in positioning “to” and in combining “to” with other particles; intermediate learners also have difficulty with positioning “to” correctly, as well as with using “to” to make parallel connections. Advanced learners still struggle with parallel connections, but their overall error rate is significantly less. Second, the study’s contrastive interlanguage analysis investigates whether advanced learners can use diverse polysemous meanings of the particle “to” and whether they can use complex grammatical patterns, including “to,” as proficiently as native speakers. Compared to native speakers, advanced learners use two meanings less frequently: an “extreme presentation” meaning, where “to” can be translated as even; and an “emphasis” meaning, which lacks a single-word English translation. Our analysis also found that advanced learners use two grammatical patterns less frequently than native speakers: complex combinations of particles including “to,” and adding the meaning of “to” to a predicate.